Jbwjournal of Basic Writing Fall 2019VOLUME 38 NUMBER 2
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JJournalBW of Basic Writing VOLUME 38 NUMBER 2 Subsidizing Basic Writers: Resources and Demands in Fall 2019 Literacy Sponsorship Ann C. Dean Frustration and Hope: Examining Students' Emotional Responses to Reading Maureen McBride and Meghan A. Sweeney "That's Me on a Horse of Many Colors": Native American College Students' Self-Portraits as Academic Writers Barbara Z. Komlos "Let the People Rap": Cultural Rhetorics Pedagogy and Practices Under CUNY's Open Admissions, 1968-1978 Tessa Brown JBW Journal of Basic Writing VOLUME 38 NUMBER 2 FALL 2019 The Journal of Basic Writing publishes articles of theory, research, and teaching practices related to basic writing. Articles are refereed by members of the Editorial Board (see overleaf) and the Editors. Hope Parisi and Cheryl C. Smith Editors Rebecca Mlynarczyk and Bonne August Consulting Editors Seth Graves Editorial Assistant The Journal of Basic Writing is published twice a year, in the spring and fall, with support from the City University of New York, Office of Academic Affairs. We welcome unsolicited manuscripts and ask authors to consult the detailed "Call for Articles" in this issue. Subscriptions for individuals are $20.00 for one year and $35.00 for two years; subscriptions for institutions are $30.00 for one year and $45.00 for two years. Foreign postage is $10.00 extra per year. For subscription inquiries or updates, contact: Journal of Basic Writing P.O. Box 465 Hanover, PA 17331 Phone: (717) 632-3535 Fax: (717) 633-8920 e-mail: [email protected] Published by the City University of New York since 1975 Cover and logo design by Kimon Frank Copyright ©2012 by the Journal of Basic Writing ISSN 0147-1635 JOURNAL OF BASIC WRITING EDITORIAL BOARD Linda Adler-Kassner Jane Maher University of California, Santa Barbara Nassau Community College, SUNY Christopher Anson Paul Kei Matsuda North Carolina State University Arizona State University Hannah Ashley Mark McBeth West Chester University John Jay College & Graduate Center, CUNY Journal of Basic Writing David Bartholomae Geraldine McNenny University of Pittsburgh Chapman University Sarah Benesch Deborah Mutnick College of Staten Island, CUNY Long Island University Susan Naomi Bernstein Nathaniel Norment Queens College & Baruch College, CUNY Morehouse College Lisa Blankenship George Otte Baruch College, CUNY Graduate Center, CUNY Martha Clark Cummings Matthew Pavesich Kingsborough Community College, CUNY Georgetown University Suellynn Duffey Thomas Peele City College, CUNY University of Missouri, St. Louis Kevin Roozen Chitralekha Duttagupta University of Central Florida Utah Valley University Wendy Ryden Gregory Glau Long Island University Northern Arizona University Yolanda Sealey-Ruiz Laura Gray-Rosendale Teachers College, Columbia University Northern Arizona University Tony Silva Karen L. Greenberg Purdue University Hunter College, CUNY Trudy Smoke Kim Gunter Hunter College, CUNY Appalachian State University Linda Stine Susanmarie Harrington Lincoln University University of Vermont Shereen Inayatulla Lynn Quitman Troyka York College, CUNY Queensborough Comm. College, CUNY, ret. Donald J. Kraemer Dominique Zino California Polytechnic State University LaGuardia Community College, CUNY Steve Lamos University of Colorado, Boulder JWB Journal of Basic Writing VOLUME 38 NUMBER 2 FALL 2019 Editors' Column 1 Subsidizing Basic Writers: Resources and Demands in 5 Literacy Sponsorship Ann C. Dean Frustration and Hope: Examining Students' Emotional 38 Responses to Reading Maureen McBride and Meghan A. Sweeney "That's Me on a Horse of Many Colors": Native American College Students' Self-Portraits as Academic Writers 64 Barbara Z. Komlos "Let the People Rap": Cultural Rhetorics Pedagogy and Practices Under CUNY's Open Admissions, 1968-1978 106 Tessa Brown CALL FOR ARTICLES We welcome manuscripts of 20-30 pages, double spaced, on topics related to basic and ESL writing, broadly interpreted. Submissions should follow current MLA guidelines. Manuscripts are refereed anonymously. To assure impartial review, include name(s), affiliation(s), mailing and e-mail addresses, and a short biographical note for publication on the cover page only. The second page should include the title but no author identifica- tion, an abstract of about 150 words, and a list of four to five key words. Endnotes should be kept to a minimum. It is the author's responsibility to obtain written permission for including excerpts from student writing, especially as it entails IRB review (which should be noted in an endnote). Contributions should be submitted as Word document attachments via e-mail to: [email protected], and [email protected]. You will receive a confir- mation of receipt; a report on the status of your submission will follow in eight to ten weeks. All manuscripts must focus clearly on basic writing and must add substantively to the existing literature. We seek manuscripts that are original, stimulating, well-grounded in theory, and clearly related to practice. Work that reiterates what is known or work previ- ously published will not be considered. We invite authors to write about such matters as classroom practices in relation to basic writing or second-language theory; cognitive and rhetorical theories and their rela- tion to basic writing; social, psychological, and cultural implications of literacy; discourse theory; grammar, spelling, and error analysis; linguistics; computers and new technologies in basic writing; assessment and evaluation; writing center practices; teaching logs and the development of new methodologies; and cross-disciplinary studies combining basic writing with such fields as psychology, anthropology, journalism, and art. The journal is in active dialogue with the scholarship of new literacies, translingualism, multimodality, digital rhetorics and online and social-media impacts as per intersectional writing identity formations. The term “basic writer” is used with wide diversity today, and critiques the institu- tions and contexts that place students in basic writing and standardize academic language, as much as it may illumine the subtexts of individuals’ writing practices. To help readers, therefore, authors should describe clearly the student population and settings which they are discussing. We particularly encourage a variety of manuscripts: speculative discussions which venture fresh interpretations; essays which draw heavily on student writing as supportive evidence for new observations; research written in non-technical language; and collabora- tive writings which provocatively debate more than one side of a central controversy. A familiarity with the journal is the best way to determine whether JBW is your next venue for scholarship. EDITORS’ COLUMN The return of early morning birdsong in the spring always calls to mind one of Emily Dickinson’s most recognizable lines: “Hope is the thing with feathers.” If there was ever a time for finding hope in our everyday surroundings, it has been the spring of 2020, when the unfolding Covid-19 crisis threatened to overwhelm many of us. In March, we brought our courses online, midstream and in the midst of rising panic, and struggled to sustain scared and afflicted students and colleagues. In cities and towns where the coronavirus hit hardest, students went off the grid and teachers worried—not if students would complete their coursework, but if they were alive. We tried to reimagine the place for learning and teaching in an upended world. As of this writing, a few short months into this experiment, the future of higher education in that world remains unclear. Will we be teaching in person or online in fall 2020, or will we have to manage some unpredictable combina- tion of these approaches? Will many of us even be teaching at all? To strengthen the fragile threads of hope in an upended world, we re- mind ourselves that we have resources. We are not alone; we are not without support. In the awareness of this support, we can generate hope through our practice: anticipating or understanding students’ needs, visualizing possibilities, and creating new resources, often through the sheer force of our collective imagination. Hope, imagination, and the resources they generate are at the founda- tion of the field of Basic Writing. In the introduction to the second issue of this journal, published in Fall/Winter of 1976 with a focus on courses, Mina Shaughnessy notes the “diversity of purpose and method” across the courses featured in the issue. This diversity, however, does not suggest a muddied purpose; rather, Shaughnessy contends, it “reveals to us how variously we perceive the difficulties of students and how differently, therefore, we define ‘basic.’ It suggests, too, that while the remedial situation dictates that we reduce the universe of writing to ‘basic’ subskills, the skill of writing seems to defy such reduction.” Our current crisis reminds us again of the dangers of reduction and the urgency attached to seeing the diverse needs of our stu- dents and with the many shades of their challenges. In seeing them as fully as possible, we are better positioned to generate further hope and resources, both in our students and within our profession. Across our classrooms and scholarship, we have long worked to resist reductive notions of writing, our students, and our methods. Rather than reduce, we try to keep imagining new possibilities, buoyed by the resources DOI: 10.37514/JBW-J.2019.38.2.01 1 we create, gather, and share. As Shaughnessy goes on to say in